hkr.sePublications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
The significance of pedagogical investigations, diagnoses and psychometric tests in inclusive education: comparative studies from Sweden and Germany
Kristianstad University, Research environment Special Education (SpecPed). Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.ORCID iD: 0000-0001-5196-4844
Göteborgs Universitet.
2017 (English)Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

The similarities and differences between the Swedish and German education systems arguably make a comparison between these two countries in the context of inclusive education a promising field of research. This is even more significant when it comes to the assessment of special educational needs (SEN), where a comparative approach may contribute to a deeper understanding about the relation between inclusive approaches and categorisation processes in education. The concept of SEN in Sweden is based on the student’s risk to miss the learning objectives of regular school. In contrast, Germany applies a multiple concept of SEN, which could be based on the students’ failure in school and/or a disability. While in Sweden, SEN are assessed by a “pupil welfare team” consisting of special educators, headmaster and various experts, in Germany the assessment process is carried out by a special education teacher and the class teacher. The countries also differ in who takes the final decision of a SEN statement for a student. In Sweden it is made by the headmaster, where as in Germany it is the school supervising authority. Being aware of these differences between the two countries, questions about the significance of medical diagnoses and psychometric tests in pedagogical investigations arise. With this background, the contribution to the symposium consolidates and contextualises the results of research studies on the assessment of special educational needs in the Swedish county of Scania and the German state of North Rhine-Westphalia. In both countries, five cases with varying geographical and social environment were selected. Study 1 analyses the content of 50 assessments which led to an SEN statement. Study 2 draws on interviews with pedagogical investigators and decision makers from the two countries. The focus is lies on the SEN categorisation processes, the allocation of resources and future education. The findings from this research contribute to the discussion on whether inclusive education can be based on a de-categorised special education, or if it promotes medical diagnoses and psychometrical tests.

Place, publisher, year, edition, pages
2017.
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:hkr:diva-17590OAI: oai:DiVA.org:hkr-17590DiVA, id: diva2:1156290
Conference
EERA/ECER 22 - 25 August, Copenhagen, Denmark
Available from: 2017-11-11 Created: 2017-11-11 Last updated: 2018-09-28Bibliographically approved

Open Access in DiVA

No full text in DiVA

Other links

http://www.eera-ecer.de/ecer-programmes/conference/22/contribution/42499/

Search in DiVA

By author/editor
Östlund, Daniel
By organisation
Research environment Special Education (SpecPed)Avdelningen för Pedagogik
Pedagogy

Search outside of DiVA

GoogleGoogle Scholar

urn-nbn

Altmetric score

urn-nbn
Total: 81 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf